Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students

ABSTRACT

Ensuring a pedagogical emphasis on practical entrepreneurial experiences and technology literacy is essential across all educational stages. This paper presents a pioneering case study of curriculum innovation in higher education, specifically within real estate and planning programmes. The ‘Managing Change in the Real Estate Sector’ module is examined as a transformative initiative that integrates entrepreneurship and technology literacy in a subject-specific curriculum. Leveraging experiential learning principles, the module design addresses industry demands and aligns with contemporary educational paradigms. The systemic impact of the module is explored at the student, curriculum, and wider university levels. The study reveals positive outcomes, marked by enhanced student satisfaction, skills development, and industry engagement. The impact extends beyond the classroom, influencing curriculum design and receiving commendation at both internal and external levels. The paper concludes by discussing the broader implications for higher education, emphasising adaptability and innovation.

Introduction

In the contemporary landscape of higher education, universities face an increasingly intricate challenge – preparing students not only with current technical knowledge but also with practical skills and competencies crucial for navigating a society where employability is a primary concern (Canboy et al., Citation 2016). Recognising the imperative to meet these evolving demands, educational institutions are compelled to shift their teaching paradigms from traditional, curriculum-centric approaches to more student-centred methodologies (Wang & Zhang, Citation 2019).

In alignment with the European Commission Skills Agenda for sustainable competitiveness, social fairness, and resilience, the present environment in higher education underscores the criticality of transversal and entrepreneurial skills, and skills to accompany the digital transition (European Commission,  Citation 2020). As recommended by the European Commission (Citation 2018), an emphasis on practical entrepreneurial experiences and technology competencies are essential at every stage of education. This necessity gains particular relevance in sectors experiencing rapid technological evolution which is reshaping the future workforce requirements, such as real estate (Abualzolof, 

Citation 2022). Yet, an observable gap persists between the competencies demanded by the industry and the conventional university curriculum (Canboy et al., Citation 2016).

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